creative teacher learners to learn

CREATIVE TEACHERS AND EFFECTIVE TEACHING STRATEGIES THAT
MOTIVATE LEARNERS TO LEARN *

Konder Manurung

Recieved on June 2012; Accepted 24 July 2012

Abstract
The paper aims at discussing how creative teachers and effective teaching strategies motivate learners to learn. The naissance of active learning where learners have to be active
during the teaching learning process, has altered the subject and the center of the teaching learning processes from teachers to students. The teaching learning process is contextual and the emphasis is to fulill learners’ needs. This teaching mode requires active participation of learners. The active learning mode requires creative teacher and
effective teaching strategies so the teaching learning is able to transform knowledge into
effective learning tasks and activities. The learning tasks and activities are designed to enable learners to experience the practical application of the knowledge they have learned.
The design of instruction that motivates learners to learn is also presented and discussed.
Key words: creative teacher, effective teaching strategies, motivating learners
Introduction
Conducting active learning has been a dream

about a better motivation for learners to learn

of every professional teacher at every level of

because every student is motivated and en-

education. The introduction of active learning

gaged in every steps of the teaching process.

alters the role of a teacher during the teaching
learning process. If the conventional teaching

Activating and motivating learners during the

strategies put emphasis on the teacher, ac-

teaching learning process are among the roles

tive learning puts more emphasis on the ac-

of a teacher in active learning mode. Activat-

tive participation of learners and the ability of

ing learners indicates that learners are not only

teachers to involve learners’ environment as

assigned to receive or listen to what a teacher

a source of learning. This implies that active

has explained but they must be involved in

learning intends to contextualize instructional

asking or answering questions, working in

materials and the learners are placed as the

groups, assisting other learners, and demon-

center of the teaching learning process. The

strating critical and creative thinking. Since

placement of learners as the center of teach-

the teaching is expected to motivate learners

ing in the Student Centered Learning (SCL)

it is necessary to consider the techniques em-

Method and active learning model has brought

ployed in the teaching learning process.
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* presented on International Seminar and CEISU 2012 Meeting, 03 February 2012, Senate Room, Tadulako University Palu

Volume 2, No. 1, 2012 :1- 8

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It is not recommended to a teacher to transmit

active learning to motivate learners such as

knowledge or information only but the teach-

thought, fact, and ideas or even the combina-

ing mus t put more emphasis on the develop-

tion of thought, fact and ideas. Creativity of a

ment of the student skills (Ragains, 1995; Las-

teacher can be seen in his performance during

ley et al. 2002). This indicates that more tasks

the teaching learning process and in his daily

and activities for students must be designed

activities. Creative teachers are able to per-

and planned properly to allow them to prac-

form his teaching learning process effectively

tice what they can apply in their daily lives as

by combining various contextual instructional

the results of learning. This kind of teaching

materials, instructional strategies, instruction-

model requires creative teachers and suitable

al media and real-life experiences. Richard

or effective teaching strategies.

(2002) and Moore (2005) argue that the ability of a teacher to prepare such teaching mod-

Creative Teacher

els has a positive effect on learner motivation

The results of conventional learning have

because real needs and interest of learners are

been the memorization of theory or conceptu-

fulilled and the learners themselves are en-

al knowledge. The teaching process puts more

gaged in the teaching learning process. This

emphasis on the transmission of the knowl-

implies that teacher creativities are directly

edge and the teaching processes are heavily

related to the way they serve learners as the

dependent on the textbook which do not touch

results of learners’ needs analysis.

the real needs of learners. Materials in the
textbook are designed for pedagogical purpos-

Teacher creativity is essential to facilitate ef-

es. This kind of situation drives learners to be

fective learning. Halliwell (1993) suggests

passive and consequently the teaching learn-

creativity as part of normality as part of ev-

ing process is monotonous. On the other hand,

eryday actions and ideas. This kind of creativ-

active learning requires teacher to be creative

ity is necessary to facilitate effective teaching

not only in the teaching process but also prior

in the daily teaching learning process where

to teaching where a teacher can prepare au-

a teacher is able to overcome common prob-

thentic materials to motivate learners to learn.

lems faced by learners, such as being fright-

It has been noted in the teaching learning pro-

ened to ask question or to do presentation,

cess that authentic materials is preferred over

being shy to discuss within group, being hesi-

created materials because the authentic mate-

tated to play role, and being afraid of making

rials fulils real needs of the learners (Richard,

mistakes. Creative teachers are able to design

2002; Harmer, 2007).

joyful teaching where complex things can
be explained in simple ways or uninterested

Creativity in teaching learning process can

learners become interested in the teaching

be seen as teacher effort to facilitate learning

process, or even able to ind out acceptable

to achieve teaching goals. Creative teachers

examples to clarify unclear topic for learners.

use everything that he possesses to actualize
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Konder Manurung

Creatives Teachers and Effective Teaching Strategies ...

In sum, creative teachers provide as much

Effective teaching has been deined different-

space as possible for learners in the instruc-

ly by different authors. Effective teaching is

tional design to develop the students’ partic-

deined as teaching which produces beneicial

ular framework of understanding. Effective

and purposeful students learning through the

teaching strategies are continuously inves-

use of appropriate procedure (Centra, 1993).

tigated and the results of the investigation

While Braskamp and Ory (1994) deine ef-

are employed to achieve the maximum per-

fective teaching as the creation of situation

formance of the learners both in and out of

in which appropriate learning occurs; shaping

classroom activities. Effective teachers keep

those situations is what successful teachers

students involved in their lesson and mas-

have learned to do effectively. The two deini-

ter a variety of effective teaching strategies

tions indicate that effective teaching requires

(Moore, 2005; DBE2, 2010).

effective teaching strategies. Effective teaching strategies help learners to apply, analyze,

Effective Teaching Strategies

and synthesize, to create new knowledge, and

Researchers have conducted quite a view stud-

solve new problems.

ies to ind out effective teaching strategies.
The research on effective teaching strategies

It has been noted that there are some effective

mostly took students as the sample. Students’

teaching strategies in different ield of studies.

evaluation on their teachers has brought about

The strategies, in general, put emphasis on the

signiicant changes in teaching purpose and

possibility to apply what have been learned

teaching methodology. Ory’s (1984) indings

to real practice to fulill needs of learners and

for example suggest that faculty members have

other stakeholders. Among those strategies

to further develop and improve the teaching

are practical examples, show and tell, case

skill. In relation to the decision making on the

studies, guided design projects, open-ended

purpose of instruction, Scriven (1995) argues

labs, the lowchart technique, open-ended

that students rating are among signiicant fac-

quizzes, brainstorming, question-and-answer

tors to consider. For administration purpose,

method, software, teaching improvement, and

Fanklin (2001) and Kulik (2000) indicate that

fast feedback form for engineering (Lacey, et,

students’ ratings assist the administrators to

al. 1995). For active teaching at higher edu-

design both summative and formative assess-

cation, among effective models are coopera-

ments, to provide teaching awards, and to as-

tive learning, problem based learning, direct

sign teachers to particular course. More im-

instruction, (DBE2, 2010).

portantly, Braskamp (2000) highlights the use
of the results of the assessment to develop and

Transformative pedagogy has brought new

improve the teaching effectiveness.

These

horizons in teaching learning process where

results indicate that there are some important

there must be balance between cognitive skills

components to be considered to hold effective

and emotional skill. Emotional intelligence is

teaching.

the ability to think constructively
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Indonesian Jurnal of Science Education

and to act responsibly. Nelson and Low (2005)

must be able to make it easy for learners to

note that learners who are emotionally intel-

master ideas and fact, and more importantly, a

ligent are skilled in interpersonal communi-

teacher must make effort to make the dificult

cation, self-management, goal achievement,

parts easy. The third is appropriate assessment

and demonstrate personal responsibility in

and feedback. A teacher must be able to de-

completing assignment and working effec-

sign proper assessments where the assessment

tively. By keeping the balance in the teaching

matches to the material to be learned. When

learning process the results of teaching is not

feedback is given, the feedback must be re-

only developing the cognitive skill but also

lated to what students still need to study to get

the psychomotor skill. Lasley, at el. (2002)

it right. The forth is clear goal and intellectual

strongly recommend that the development of

challenge. A teacher must formulate teaching

the cognitive and psychomotor skills helps

goals clearly. Clear statements of what is to

learner to apply the knowledge the learners

be learned encourage a good it between stu-

have previously learned.

dent effort and course goals. The ifth is independence, control and engagement. Teaching

In order to get the best of the teaching learn-

learning process has to get students engaged

ing, Ramsdan (2012) highlights six principles

with content in a way that enables them to

of effective teaching in higher education. The

reach understanding. The teaching process

irst is interest and explanation. This principle

must provide learners enough space to learn

is to emphasize that it is the job of every teach-

at their own pace and in their own sequence.

er to make the subject interesting. A teacher

Learners need to feel in control over what

must be able attract the students attention on

they’re doing, as well as feeling that a teacher

the subject so that the students are motivated

is directing the learners. There must be bal-

to participate in. In other words the student

ance for learning well and for enjoying the

curiosity is built up on the subject. The curios-

learning itself. The last one is learning from

ity can be built up when a teacher can explain

students. To learn from learners is compliment

things or topics in each subject clearly and a

to the irst ive principles. Even though the

teacher remembers to clarify the reasons why

irst ive principles are necessary but it is not

a particular fact or skill is essential for under-

suficient for good teaching in higher educa-

standing the whole. The second is concern and

tion without learning from learners. Effective

respect for students and student learning. It is

teaching means seeing the relation between

generally believed in conventional teaching

teaching, learning and content as problematic,

that teacher is considered as the sole source

uncertain and relative. It involves constantly

of knowledge and more ironically a teacher is

trying to ind out how teaching affects learn-

an expert and students are not. On the con-

ing, and adapting it in the light of the evidence

trary, in effective teaching, a teacher must be

a teacher collects.

interested in what students know and don’t
know, a teacher must be generous, a teacher
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Konder Manurung

Creatives Teachers and Effective Teaching Strategies ...

Designing instruction that motivate
learners to learn
Accomplishing instructional purposes needs

Planning instruction is important for teachers.

effective teaching strategies. To choose ef-

Good instructional materials are able to gain

fective teaching strategies it is important for

and maintain learner attention and to arouse

a teacher to consider the content of the in-

motivation to learn. It is noted that interest-

structional materials and the achievement of

ing instructional materials are the ones which

the purposes and objectives of the teaching.

are planned not too long and contain various

Moore (2005) highlights the factors to choose

attractive activities. Let’s take an example of

best strategies for effective teaching process

a 50 minutes teaching (for a one credit unit

as; students’ needs, students’ age, students in-

course), Moore (2005) suggests the time allot-

tellectual’s ability, students’ physical and men-

ment as follows; Overview of topic (10 min-

tal characteristics, students’ attention spans,

utes), show a ilm (20 minutes), discussion of

the lesson purpose, and contents to be taught.

ilm (20 minutes), Demonstration (5 minutes),

Taking these factors into account assure the

and Wrap up and review (5 minutes). It im-

choice of effective strategies that best serve the

plies that effective teaching involves learners

teaching situation. Consequently, motivation

from the opening to the closing sections and

of learners to learn will arouse since the in-

the teacher keeps the activities done based on

structional materials and the selected strategies

the time allocated.

meet their needs and suit their learning styles.
Regarding the design of instruction, Gagne’s design (1985) is still adopted by teachers worldwide. According to Gagne, there are nine events that are needed for effective instructional
design. The nine events can be diagrammed as follows:

Gagne’s Nine Steps of Instruction
The irst step is to gain attention. In this step

thing the wrong way (the instruction would

a teacher introduces a problem or a new situ-

then show how to do it the right way), and

ation by using an “interest device” that grabs

why it is important. In other instructional term

the learner’s attention. The device can be in

this irst step is known pre-class or appercep-

the form of Storytelling, Demonstrations, Pre-

tion.

senting a problem to be solved, Doing some-

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The second step is to inform learner of objec-

doing, the learners is able to go through from

tive. In this step a teacher informs the objec-

the simple instructional material to a more

tive of the teaching that allows the learners to

complex one.

organize their thoughts and around what they
are about to see, to hear, and/or do. It is also

The ifth step is to provide guidance for learn-

important for a teacher to describe the goal of

ing. In this step a teacher must provide clear

a lesson, state what the learners will be able to

instruction and clear concept. The clear in-

accomplish and how they will be able to use

struction prevents the learners of loosing

the knowledge. This implies that by knowing

time in understanding of what to do during

the learning outcomes the learner will be able

the teaching process. The clear concept helps

to pay attention to the particular explanation

learners to transfer the theory into practi-

and therefore arouse their attention and instill

cal knowledge. Hence, the teaching process

their motivation.

avoids boredom and frustration.

The third step is to stimulate recall of prior

The sixth step is to elicit performance. In this

knowledge. In this step learners are allowed to

step a teacher must provide exercises for prac-

build on their previous knowledge or skills. It

ticing what they have just learned. This can

is generally true that it is much easier to build

be done by letting the learner do something

on what learners already know by for exam-

individually or in small group from what they

ple reminding them prior knowledge which is

have just learned. This can be in line with

relevant to the current lesson. This step also

what Albert Bandura (Gagne, 1995) argues

allows teachers to provide the learners with

that observation learning may or may not in-

a framework that helps them to learn and re-

volve imitation. For example if you see some-

member. Part of stimulating recall is having

one driving in front of you hit a pothole, and

the learners take notes and drawing mind

then you swerve to miss it—you learned from

maps.

observational learning, not imitation (if you
learned from imitation then you would also

The forth step is to present the material. In

hit the pothole).

this step a teacher is able to put teaching instructional materials into smaller part to avoid

The seventh step is to provide feedback. In

memory overload. A teacher must be able to

this step a teacher shows correctness of the

use the whole information to help learner to

learner’s response, analyzes learner’s behav-

recall the information. The best way to put the

ior. This can be a test, quiz, or verbal com-

instructional materials to a smaller part is to

ments. The feedback needs to be speciic, not,

organize the part based on the level of difi-

“you are doing a good job”, a teacher must

culty. This kind of instructional materials or-

tell them “why” they are doing a good job or

ganization helps teacher to select which part is

provide speciic guidance.

to be taught irst and which part is next. By so
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Konder Manurung

Creatives Teachers and Effective Teaching Strategies ...

The eighth step is to assess performance. In

nine steps an effective lesson plan is com-

this step a teacher must test learners to deter-

pulsory. A lesson plan is used as guide in a

mine if the lesson has been learned.The results

teaching learning process. Creative teachers

of assessment can also give general progress

prepare lesson plan by formulating appropri-

information. The last step is to enhance reten-

ate and clearly written objectives which is de-

tion and transfer. In this step a teacher must

ined as a description of a learning outcome.

inform the learner about similar problem situ-

According to Farrel (2001), the ability to for-

ations, provide additional practice, put the

mulate clear learning objective helps teachers

learner in a transfer situation, and review the

to state precisely what learners want to learn,

lesson.

help teacher to guide the selection of appropriate activities, and help teacher to provide

To support the implementation of the above

overall lesson focus and direction.

Conclusion
1. Creative teachers are those who are able to create effective teaching. The role of creative
teachers is started from the preparation of the teaching up to the assessment of the achievement. The preparation section, in the prior teaching phase, a creative teacher analyzes what
the learners’ needs and the results of the need analysis are used to formulate instructional
goal and design instructional materials in a lesson plan.
2. Effective instructional materials contain tasks and activities that promote not only cognitive
skills but also psychomotor skills.
3. None of teaching strategies is perfect in itself. In order to conduct an effective teaching,
creative teacher chooses a variety of effective learning strategies that underpin each other
to activate learners, to engage learners and to instill motivation to learn. Effective strategies
are those that can transfer knowledge into practical application.
4. Motivation is important to bring about successful learning. Creative teachers, well-designed
instructional materials, and effective learning strategies are among important factors that
motivate learners to learn.

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